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系統識別號 U0026-2607201110083700
論文名稱(中文) 批判思考融入線上適性化英語聽說教學之研究
論文名稱(英文) Integrating Critical Thinking into Online Adaptive English Listening and Speaking Instruction
校院名稱 成功大學
系所名稱(中) 教育研究所
系所名稱(英) Graduate Institute of Education
學年度 99
學期 2
出版年 100
研究生(中文) 曾信上
研究生(英文) Hsin-Shang Tseng
學號 u3697105
學位類別 碩士
語文別 中文
論文頁數 105頁
口試委員 指導教授-楊雅婷
口試委員-陳其芬
口試委員-陸偉明
中文關鍵字 批判思考技巧  批判思考意向  英語聽說能力  批判思考融入適性化英語課程 
英文關鍵字 Critical thinking skills (CTS)  Critical thinking disposition (CTD)  English listening and speaking ability  Integrating CT into adaptive English instruction 
學科別分類
中文摘要 本研究旨在探討將批判思考融入線上適性化英語聽說教學,對於學生在批判思考技巧和意向與英文聽說能力之成效。本研究採單組前後測實驗做為研究設計的方法。參加實驗的研究對象為選修成功大學「數位英語學習與思考訓練」通識課的83名大學生,進行為期12週的實驗教學。自變項為批判思考融入線上適性化英語聽說教學。四個依變項則為學生在三組不同程度(初、中、高級)之批判思考技巧和意向及英文聽力與口說能力的成就表現。本研究根據研究目的,研究工具為加州批判思考技巧測驗(CCTST)、加州批判思考意向測驗(CCTDI)、國際溝通英語測驗(Test of English for International Communication, TOEIC)的聽力成就測驗與口說成就測驗。針對所收集到的資料採用相依樣本t考驗和2x3混合設計共變數(2x3 mixed design ANCOVA)來分析進行假設的考驗。

主要研究結果如下:
一、學生接受批判思考融入線上適性化英語聽說教學後,學生在批判思考技巧的分析、評價、推理、演繹推理和歸納論證所有向度上皆有顯著進步。
二、學生接受批判思考融入線上適性化英語聽說教學後,學生在批判思考意向方面,只有在開放的心胸有達顯著進步,但在尋找真相、分析力,系統性、追根究底、批判思考的信心、認知成熟各向度上則沒有。
三、學生接受批判思考融入線上適性化英語聽說教學後,不同程度(中、高級)學生英語聽力能力顯著進步,但是初級並未達顯著。
四、學生接受批判思考融入線上適性化英語聽說教學後,不同程度(初、中、高級)學生英語口說能力顯著進步。
本研究將依據研究結果提出建議,以提供未來線上英語教學及研究上之參考。
英文摘要 This study aimed to examine the effectiveness of integrating critical thinking into online adaptive English listening and speaking instruction. The one-group pretest-posttest design was used for this study. The participants in this study were 83 students enrolled in a general education course called Digital Learning and Thinking Training at a university in Taiwan. The study lasted 12 weeks. The independent variable was online adaptive English listening and speaking instruction integrating with critical thinking. The four dependent variables were students’ critical thinking skills(CTS), critical thinking dispositions(CTD), English listening and speaking ability of three levels (Basic, Intermediate, and Advanced groups). The paired t-test and 2x3 mixed design ANCOVA(Analysis of covariance) were employed to examine whether there were differences within the research groups on the dependent variables. The results of the study were summarized as follows
1.Students who received online adaptive English listening and speaking instruction integrating with critical thinking demonstrated improvement in all subscales of CTS (analysis, evaluation, inference , deduction, and induction).
2.Students who received online adaptive English listening and speaking instruction integrating with critical thinking demonstrated improvement in some subscales of CTD (open-mindedness) but not in others (truth-seeking, analyticity, systematicity, CT-confidence , inquisitiveness and cognitive maturity).
3.Students who received different levels (Intermediate and Advanced) of integrating critical thinking into online adaptive English listening and speaking instruction demonstrated significant improvement in English listening, but basic ones didn't.
4.Students who received different levels (Basic, Intermediate and Advanced) of integrating critical thinking into online adaptive English listening and speaking instruction demonstrated significant improvement in English speaking.
Finally, suggestions for online English teaching and further research are provided based on the research findings of the study.
論文目次 中文摘要....................................................I

英文摘要..................................................III

目錄.......................................................V

表目錄....................................................VII

圖目錄...................................................VIII

第一章 緒論.................................................1

第一節 研究動機...........................................1
第二節 研究目的與待答問題...................................6
第三節 名詞釋義...........................................7
第四節 研究貢獻..........................................10

第二章 文獻探討............................................11

第一節 批判思考之理論基礎..................................11
第二節 批判思考融入英語聽說教學.............................15
第三節 線上適性化英語教學..................................19

第三章 研究方法............................................24

第一節 研究假設..........................................24
第二節 研究對象..........................................25
第三節 研究設計..........................................25
第四節 課程設計..........................................36
第五節 研究工具..........................................55
第六節 資料分析..........................................59

第四章 研究結果............................................60

第一節 學生基本資料.......................................60
第二節 批判思考技巧結果....................................62
第三節 批判思考意向結果....................................63
第四節 英語聽力結果.......................................64
第五節 英語口說結果.......................................66

第五章 討論、結論與建議......................................68

第一節 討論..............................................68
第二節 結論..............................................74
第三節 建議..............................................76

參考文獻...................................................78
中文部分..................................................78
英文部分..................................................82
附錄一 數位英語學習與思考訓練(課前問卷).......................90
附錄二 數位英語學習與思考訓練(課後線上問卷)....................93
附錄三 聽力III與IV線上討論活動................................97
附錄四 口說III與IV線上討論活動...............................103
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